Problems and Solution Suggestions in Schools Implementing Multigrade Classes
This study aims to identify the opinions of teachers working in multigrade schools regarding the challenges they encounter. A phenomenological design, one of the qualitative research methods, was employed. The study group consisted of 20 teachers working in primary schools in the Kayapınar district of Diyarbakır province during the 2024–2025 academic year. Data were collected through semi-structured and non-directive interviews. Validity and reliability were ensured by providing a detailed description of the data collection process and including direct quotations from participants. Findings revealed that teachers experience problems such as lack of time, low academic achievement, insufficient materials, limited knowledge, and inadequate planning. As solutions, they suggested allocating more financial resources, providing in-service training, improving physical facilities, renewing school equipment, strengthening parent cooperation, and employing auxiliary staff.

Keywords
Multigrade Class, Teacher, Education, Student, School